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8/9/2019 Easy MathART Projects and Activities, Gr K-2.pdf
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N E W Y O R K • T O R O N T O • L O N D O N • A U C K L A N D • S Y D N E Y
M E X I C O C I T Y • N E W D E L H I • H O N G K O N G
B Y C E C I L I A D I N I O - D U R K I N
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Scholastic Inc. grants teachers permission to photocopy the activity and pattern pages from this book for classroom
use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, withoutwritten permission of the publisher. For information regarding permission, write to Scholastic Inc., 555 Broadway,
New York, NY 10012.
Front cover and interior design by Kathy MassaroCover photos by Donnelly Marks
Interior photographs by Donnelly Marks and Sal Principato
Interior illustrations by Kate Flanagan with additional illustrations by James Graham Hale
ISBN # 0-590-37896-1
Copyright © 1999 by Cecilia Dinio-Durkin
All rights reserved.
Printed in the U.S.A.
’d very much like to acknowledge all the
wonderful suggestions, encouragement, and ideas
my editor, Deborah Schecter, gave me in writingthis book, as well as my other Scholastic
Professional Books.
I
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C o n te
n t s
Introduction ............................................................................................................................................................ 4
Tips for Using This Book .................................................................................................................................. 4
Display Ideas .......................................................................................................................................................... 5
Connections With the NCTM Standards ................................................................................................ 6
Number Sense
Number Art Posters ............................................................................................................................................ 7
Natural Number Sun-Catchers .................................................................................................................. 11
Count-Up Birthday Candle Cards .............................................................................................................. 13
New Year Countdown Crackers .................................................................................................................. 16
Ad dition & Su bt raction
Paint-by-Number Pictures ............................................................................................................................ 19
Add-Up Family Portraits ................................................................................................................................ 22
Fractions
Soapy Fraction Sculptures .............................................................................................................................. 25
Fraction Subtraction Pies ................................................................................................................................ 27
Geometry
Snapshot Shape Frames.................................................................................................................................... 31
3-D Kiss-mas Ornaments ................................................................................................................................ 36
Measurement
Heart-Filled Valentines .................................................................................................................................... 41
Pipe-Cleaner Pals ................................................................................................................................................ 43
Time & Money
Cuckoo Clocksicles ............................................................................................................................................ 46
Tooth Fairy Money-Tree Wheels ................................................................................................................ 50
Patterns & Relationships
Harvest Corncob Patterns ............................................................................................................................ 54
Holiday Pattern Wreaths ................................................................................................................................ 58
Costume-Combo Flip Books .......................................................................................................................... 61
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ath is found in the most basic of art
concepts. From geometric shapes to
the patterns of colors—math is everywhere.
And what better way to bring math skillsand concepts to life for young children than
with art!
In Easy MathART Projects and Activities,
children create wonderful art projects—all
based on math skills that correlate with the
standards recommended by the National
Council of Teachers of Mathematics. (See
Connections With the NCTM Standards
chart, page 6.) Whether you’re making
Count-Up Birthday Candle Cards, HarvestCorncob Patterns, or Heart-Filled Valentines,
the activities and projects in this book will
enable you to combine art with math lessons
all year long. No matter the level of math or
talent in art, every child in your class will
learn—and produce beautiful and festive
decorations and gifts at the same time!
Each project focuses on a specific math skill or
concept and includes a complete list of
materials, grouping suggestions, step-by-stepinstructions, teaching tips, and ideas for
seasonal or holiday tie-ins. You’ll also find
reproducible patterns and worksheets,
Variations—ideas for altering the basic
projects, and More Math extension ideas.
Book Gallery recommends books to share with
your class that relate to the lesson’s math
concept or holiday tie-in.
I hope that you and your class enjoy these
explorations in math and art. Who knows?—
you may inspire a budding Michelangelo or
Leonardo da Vinci—both great artists who
used math in their work!
— Cecilia Dinio-Durkin
Tips for UsingThis Book Before you do a project with children,
make it yourself. This will enable you to
determine how much time you’ll need and
what adaptations you may want to make.
Provide lunch trays to help containchildren’s work space. On trays, little
pieces stay close by and spills can be easily
wiped clean and dry. If a particular project
involves several materials, hand them out
as needed during the course of the project.
Most of the projects in this book useeveryday items that you probably already
have in your kitchen or closet. Other
materials can be found at most grocery or
arts and crafts stores. Feel free to make
substitutions or changes to any of the
projects.
Many of the activities suggest havingchildren write or draw responses in a math
journal. A math journal can be a looseleaf
notebook or sheets of paper, folded and
stapled together. Math entries can be as
simple as recording an estimate before
discovering the answer, or as complex as
writing an explanation of a math concept
or skill. You may suggest that children
write or draw in their journals every day,
once a week, or as each new concept orskill is learned—it’s up to you. No matter
how you use them, journals are a valuable
tool that display children’s progress and
give you insights into their thinking.
4
M
I n t r o d u c t i o n
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Continue to reinforce concepts by usingthe projects in this book again and again.
Alter a project’s seasonal connection and
you’ll have a new lesson! (You’ll find
suggestions for doing this in Variations.)
Make a skill more challenging by addingmore elements, and you’ll have a math
extension. Keep children’s creative juices
flowing, building their math skills as you
build on these art projects.
Celebrate the Math–Art connection bysetting up an area or bulletin board to
display children’s projects.This will help
children take pride in their accomplishments
and will provide you with an attractive
and ever-evolving reference point forreviewing math concepts.
Display IdeasTo enhance some of the projects in this book,
you may want to have your class make these
simple and decorative frames. They are fun tomake and let children explore geometric shapes.
Craft-Stick Frames
Glue craft sticks together to make frames in
various geometric shapes, such as triangles,
squares, and rectangles. The sticks can be
painted, wrapped in ribbon or pipe cleaners, or
decorated by gluing on beans, beads, buttons,
tissue paper, or fabric.
Paper-Plate Frames
Cut out the center of a paper plate and use it
as a frame. Color or decorate the rim, as
described for the craft-stick frames.
Acetate Accent Frames
Sandwich a picture between two pieces of
acetate, and seal the edges by gluing on ribbon
or construction paper or using colored tape.
You could also punch holes along the sides
and give children yarn or ribbon to “sew” a
frame together.
Corrugated Cardboard Frames
This frame is too difficult for children to
make, but it is a great way to make large
frames. Use a sharp knife to cut up old boxes.
Peel away the outer layer of the cardboard to
make a textured finish. Or leave the outer
layer to paint, color with markers or crayons,
or cover with fabric or contact paper.
5
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Connections
With the NCTM
Standards
Number Art Posters
Natural Number Sun-Catchers
Count-Up Birthday Candle Cards
New Year Countdown Crackers
Paint-by-Number Pictures
Add-Up Family Portraits
Soapy Fraction Sculptures
Fraction Subtraction Pies
Snapshot Shape Frames
3-D Kiss-mas Ornaments
Heart-Filled Valentines
Pipe-Cleaner Pals
Cuckoo Clocksicles
Tooth Fairy Money-Tree Wheels
Harvest Corncob Patterns
Holiday Pattern Wreaths
Costume-Combo Flip Books
M a t h e m
a t i c s a s P r o b l e m S o l v i n g
M a t h e m
a t i c s a s C o m m
u n i c a t i o n
M a t h e m
a t i c s a s R e a s o n i n g
M a t h e m
a t i c a l C
o n n e c t i o n s
E s t i m a t i o n
N u m
b e r S e n s e a n d N
u m e r a t i o n
W h o l e N
u m b e r C o
m p u t a t i o n
G e o m
e t r y a n d S p a t i a l S e n s e
S t a t i s t i c s a n d P r o b a b i l i t y
F r a c t i o n s a n d D e c i m
a l s
P a t t e r n s a n d R e l a t i o n s h i p s
C o n c e p t s o f W h o l e N
u m b e r
O p e r a t i o n s
M e
a s u r e m e n t
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N u m b e r S e n s e
Number Art Poster, pages 9–10
scissors
tape
thin and thick markers, crayons, colored pencils
1Begin by showing children examples of numbers and letters thathave been designed in different ways in books, on packages, oron a computer. Talk with them about ways artists make numbers andletters look interesting and beautiful. Explain that artists do this by
painting, drawing, or photographing them in different ways. Tell your
class that they are going to be artists who design numbers.
2 Give each child copies of the Number Art Poster pages, tape,scissors, and markers, crayons, or colored pencils.
2 Have children cut out the poster pages along the heavy dotted linesand then line them up vertically and tape together, end to end. Tellchildren to fill in the numbers 1 to 10 on the poster. Encourage them to use
the art materials to create different effects.
3Ask children to create their own 1 to 10 number art in the blankcolumns on their poster.
3 Let children decorate the poster by coloring in the numbered boxes.Invite them to use different colors to make different patterns. They mightdecorate the empty spaces in the boxes with unusual shapes, squiggles, lines,
dots, and so on. Display children’s posters on a Number Art Poster Display.
4
7
N u m ber A
r t Pos t e r s
These beautiful posters show offchildren’s number-writing skills.
M a t
er i a l s
For each child:
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N u m b e r S e n s e
Instead of having each child decorate a page of numbers from 1 to 10,
create a class mural.
Assign each child a number between 1 and 10. Ask children to writetheir number on the paper and decorate it however they wish.
Invite children to help you hang the numbers in order or in some othernumber pattern on a bulletin board.
Expand the number posters beyond 10 as children learn to write morenumbers.
8
G al l e r y
B o ok
To give children anexample of creativegraphic design inletters, refer to
The Graphic Alphabet by DavidPelletier (Orchard
Books, 1996).Invite children touse the ideas in
this book to inspirethem as theydesign their
numbers.
From one gnu toten lizards, childrencount up crittersin the colorful and
delightful bookCount by DeniseFleming (Henry
Holt, 1992).
In Feast for T en byCathryn Falwell(Clarion, 1993),another livelycounting book, young readerscount to ten asthey follow an
African Americanfamily who go
shopping and thenprepare a meal.
V a r i a t i o n
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Number Art Poster
Tape Here
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Number Art Poster
10
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N u m b e r S e n s e
paper lunch bag
natural objects from outdoors (leaves, twigs, seeds, pebbles)
two 6- by 6-inch contact paper squares with backing attached
scissors
tape in different colors, construction paper strips, or ribbonfor decorating
hole punch and stapler
yarn or raffia for hanging the sun-catchers
1Take the class outside to collect things from nature. Talk to your class
about the importance of being gentle to and respectful of trees, flowers,
and all creatures. Tell children to pick up interesting items—fallen leaves,
twigs, pebbles, and other natural things that they find on the ground. Give
each child a paper bag for holding his or her finds.
2 Back in the classroom, ask children to spread out their items on theirdesks.3 Explain that they will make a number sun-catcher, using the itemsthey gathered outside. Give each child a square of contact paper withthe backing still attached. Ask children to use the natural items to form anumber on the contact paper. For example: a “1” could be made using a
twig; a “2” could be made by bending two pieces of grass. Children may mix
pebbles with pine needles, in whatever combination they choose.
4Assign a number between 1 and 10 to each child, or let childrenchoose a number they would like to make. Once children have theirnumber and have chosen the objects they will use to make it, have them
peel the backing from the contact paper. (Children may need help doing
this.) Then have them place their objects, in the shape of their number, on
the sticky side of the contact paper.
1 1
Using things found in nature,children create number
sun-catchers.
M a t
er i a l s
For each child:
If possible, collect thingafter rainy or windy
weather, when items sucas leaves and twigs ma
have fallen to the grounLet these materials dry
completely before sealibetween the contact
paper squares.
T p i
N a t u ra lNumb e r S u
n -C a tc h e r
s
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N u m b e r S e n s e
4 Give children a second square of contactpaper and have them peel off the backingand place the sticky side on top of their design.
(Assist children who may need help lining up the
two sheets.) Let children trim the edges if the
sheets don’t line up perfectly.
4 Show children how to use decorative tape to reinforce the edges, orstaple construction paper strips around the square. Another option isto punch holes around the square and thread ribbon through the holes.
4 Punch a hole in the top of each sun-catcher and use string or raffiaand tape to hang the numbers in a window. Then wait for the sun toshine in!
If you don’t assign numbers, let children put the numbers in order.Explain that they will place the sun-catchers in the window in order,
from smallest to largest. Pick a child with a “1” sun-catcher. Show the
child where the first sun-catcher will go. Have children raise their hands
if they think they are next. Or call on children and ask them to put
their number before or after the numbers already displayed.
Let children use the number sun-catchers to do simple addition orsubtraction problems.
12
G al l e r y
B o ok
Before you begin your natural
scavenger hunt,read Anna’s GardenSongs by Mary O.
Steele (Gr eenwillow,1989). This book issure to give childrenan appreciation for things that grow.
After making their sun-catchers,children will enjoy
listening toCounting on the
Woods by GeorgeElla Lyon (DorlingKindersley, 1998).
This delightfulcounting book,
written as a poem,uses things in
natureto count
from 1 to 10.
To bring out theconcept of increasing
numbers in natureand in daily life, share
Anno’s CountingBook by MitsumasaAnno (Crowell, 1977).
Suse McDonald andBill Oakes create aparade of animals
made up of numbersin Puzzlers (Dial,
1989).
V a r i a t i o n s
x$ ¢
+ =
Number Rubs Go on a scavenger hunt around your school
and the neighborhood in search of numbers. Provide children with3- by 5-inch pieces of tracing paper and a crayon stripped of its
outer covering. Once children have found a number that is raised
or textured, show them how to lay the tracing paper over the
number and rub firmly, using the length, not the tip, of the crayon.
Frame the number rubs using one of the frames described on
page 5. As a class, hang the numbers in order from smallest to
largest around your classroom.
More M at h ! More M at h !
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N u m b e r S e n s e
Birthday Candle Card patterns, pages 14–15
small, wrapped rolls of candy such as Smartiesor miniature Tootsie Rolls (number of pieceswill vary)
half of a recycled file folder(see Ahead of Time below)
scissors
glue stick and white glue
crayons, markers, paints, glitter, and glue(for decorating the card)
Ahead of Time
Cut the file folders in half as shown so
that each side has a folded edge on the
left. Each file folder will make two cards.
1Hand out the two patterns to each child. Have children cut them outand decorate them with crayons or colored pencils.
2 Give each child one of the half-foldersand a glue stick. Tell children to gluethe cake pattern to the front of the folder.
The fold should be on the left-hand side.
Then have them glue the card’s greeting
inside the folder.
C o u n t- U
pBir t hd a y C a n d l e Ca r d s
Children practice counting to makea birthday card that will light up
a friend’s special day.
M a t
er i a l s
For each child:
13
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Birthday CandleCard Pattern
(Inside)
N u m b e r S e n s e
2 Ask children to decide for whom they wish to make a card, perhaps afriend or a sibling. Then ask: “How many candles will you need toshow this person’s age?”
4Pass out the candies, letting children take the number of pieces they
need to complete their card.
4 Let children use white glue to attach the candy candles to the top of the cake. When the glue is completely dry, let them fill in the insideof the card: write a greeting, fill in the total number of candles, and sign it.
4 Invite children to make the card more colorful and festive, usingcrayons, markers, paint, or glitter and glue.
14
G al l e r y
B o ok
To foster the ideaof giving, read A
Birthday for Frances by Russell
Hoban (Harper Trophy, 1994). In
this story, Franceswrestles with the
temptation to keepthe candy shebought for her
sister’s birthday.
Read aloud The Day You Were Born by
Debra Frasier (Harcourt Brace,
1991). Thisbeautifully writtenbook will help eachchild feel all themore special for
being here on
Earth.
You may substitute 2-inchpieces cut from colorful
or striped plastic drinkingstraws for the candy.
T p i
D e a r
_____________
____ ,
I h o p e
t h
a t b i r t h d a y
n u m b e r
____
i s a
g r e a t o n e !
F r o m ,
____________________
^
^
^
^
^
^
^
^
^ ^
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Birthday Candle Card Pattern(Outside)
15
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Making the Crackers
1Explain to children what holiday “crackers” are. Tell them that theyare an old-fashioned way of sharing small gifts. People long ago wouldpack gifts into a roll-shaped container that would make a popping sound
when opened. Tell children that they are going to make Countdown
Crackers filled with 10 little prizes to ring in the New Year.
2
List a few combinations of 10 prizes that children might pick to place
in their crackers. List the items in equation form. Count the items toreinforce counting to 10. For example:
16
C r a c ke r s
Children count to 10 as they fill upcolorful countdown crackers to ring
in the New Year!
M a t
er i a l s
For each child:
empty bathroom-tissue tube
two 5- by 10-inch pieces of coloredtissue paper
two 6-inch pieces of curling ribbon
tape
basket filled with small trinkets: stickers,small pieces of wrapped candy, balloons,fun-shaped erasers, etc. (for each group)
stickers, glitter, paint, and other decorating
materials
N u m b e r S e n s e
N e w
Y e a rCount d o w n
, , ,
, , , @ @
@ @ @
@
{ {
{ { {
{
+ + + =3 1 103 3
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N u m b e r S e n s e
3Divide the class into groups and place baskets filled with varioustrinkets on each group’s table. Let children each pick 10 prizes fromthe baskets.
4Give each child the materials needed to construct the cracker (abathroom-tissue tube, two pieces of colored tissue, and two pieces of
curling ribbon). Have tape available as well. Show children how to loosely
roll up the trinkets in one piece of tissue paper, securing the ends by gently
twisting them closed.
4Have children place the tissue-filled packets into the center of thebathroom tissue tube. Children may need help positioning the packetso that an equal amount of tissue paper sticks out of each end of the roll.
4 Show children how to roll the tube inside the second piece of tissuepaper and tape it closed.
4Tell children to use the curling ribbon to tie closed each end of thecracker. (To make the crackers look extra festive, help children usescissors to curl the ribbon.)
4 Let children decorate the outside of the tube with stickers, glitter,paint, or other decorating materials.
17
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N u m b e r S e n s e
Popping Open the Crackers
4Bring in the New Year with a bang! Collect the crackers in a basket.Then have children pick a cracker other than the one they made.
4 To open the crackers, tell children to pull on both ends of the tissuepaper. Have each child count the prizes in the cracker.
4 Ask for volunteers to count aloud, one by one, the prizes in theircracker. Then ask them to group together all the prizes that are alikeand to write on the chalkboard an equation that represents them.
4Ask each child to describe the combination of prizes in the cracker
they picked. List the combinations on the chalkboard. Discuss other
possible combinations.
4 Let children record the contents of their crackers in their mathjournals in equation form. For example: 3 + 3 + 2 + 2 = 10.
18
G al l e r y
B o ok
Happy New Year! by Emery Bernhard(Lodestar Books,
1996) explains thehistory of theholiday and
describes the New Year traditionscelebrated by
people around theworld, today and
long ago.
Through simple, boldillustrations,Twelve Ways to Get to 11by Eve Merriam
(Simon & Schuster,1993) shows 12
differ ent groupingsof common objects,
such as popcornand peanut shells,that add up to 11.
x$ ¢+
=
Shape Crackers Have children fill their tube with objectsthat represent a shape you assign, such as a triangle, square, or
circle. Ask them to look for the shape in magazine pictures that
they can cut out, stamps, stickers, candy, and so on. Ask children
to open the crackers and identify the shape found inside.
Statistics Crackers Have children pick a number between1 and 10 and then fill the tube with that number of items.
Children can then exchange crackers and open them. Say the
numbers 1 to 10 aloud, and ask children to raise their hands when
you call out the number represented by their cracker. Make a chart
of the results. Help children make inferences from the data. Which
number was picked most often? Least often?
More M at h ! More M at h !
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Ad d i t i o n &S u b t r a c t i o n
Paint-by-Number Addition or Paint-by-Number Subtractionpattern, pages 20–21
pencil
markers, crayons, or paint and paintbrushes
4 Give each child a copy of the Paint-by-Number Addition page or thePaint-by-Number Subtraction page. Tell children to solve theproblems and write them inside each of the spaces.
4Explain to children how to use the color key. Children match each
answer with the numbers on the key, then paint or color the spaces as
indicated.
Make your own paint-by-number pictures. Make copies of coloring bookpages and assign each space a color. Write a key for the answers and the
colors. Then make up addition and subtraction problems for each space.
19
P a i n t- b
y-N umb e r
P i c t u re s
Children add and subtract to createcolorful paint-by-number pictures.
M a t
er i a l s
For each child:
G al l e r y
B o ok
For more additionand subtraction fun,share The AdditionWipe-Off Book andThe SubtractionWipe-Off Book by
Alan Har tley(Scholastic, 1988).Children will enjoyusing these booksagain and again.
Young readers getto add and
subtract when thecircus comes to
town In Number One,Number Fun by Kay
Chorao (Holiday
House, 1995). They’llalso adore addingand subtracting
coral reef seacreatures in Joy N.Hulme’s Sea Sums(Hyperion, 1996).V a r i a t i o n
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Paint-by-Number Addition
20
If the answer is Color the space
6 Red9 Green10 Blue12 Yellow
ColorKey
4
+ 2___
9
+ 1___
2
+ 4___
5
+ 4___
3+ 6___
9
+ 3___
3+ 3___6
+ 3___
5
+ 5___
7
+ 3___
8
+ 2___
4 + 6 =
5 + 1 =
8 + 1 =
7 + 2 =
2 + 4 =
1 + 5 =
7 + 5 =
8 + 4 =
6 + 6 =
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Paint-by-Number Subtraction
21
If the answer is Color the space
1 Red2 Green3 Blue4 Yellow
ColorKey
4
– 1___
5
– 3___
6
– 4___
2
– 1___
5
– 4___
3
– 2___
4
– 3___
5
– 2___
6
– 3___
9
– 6___
7
– 4___
10
– 7___
8
– 5___
11
– 8___12
– 9___
3– 1___
8– 6___
5 – 1 = 8 – 4 =
9 – 5 =10 – 6 =
4 – 2 = 7 – 5 =
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4 Introduce this project by explaining hieroglyphs to the class. Ask twochildren to stand up. Ask the class how many of their classmates arestanding. On the chalkboard, write the word two. Then ask if there is
another way to show this number (2 or ).
4 Explain that long ago, before they created an alphabet or numbers forwriting, Native Americans such as the Maya used simple pictures tostand for people, animals, and objects. They used the pictures to keep track
of how many people were in their nation. They would paint pictures on
pieces of bark or animal skins and then count them. Tell your class that,
like a Native American nation, they will be inventing symbols—
simple pictures—to make a record of their families.
22
F a mil y P o r t r a i t s
Children paint a family portraitwith hieroglyphs to write
an addition sentence.
M a t
er i a l s
For each child:
Ad d i t i o n &S u b t r a c t i o n
A d d- U p
paper grocery bag
brown marker or crayon (optional)
watercolor paints and fine paintbrush
water
paper and pencil
paper towels
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4 On the chalkboard, copy the key shownhere. Talk about what each picturerepresents. Then ask children, “Who do you live
with?” On a sheet of paper, have children write
down who lives in their home. You may or may
not want them to include pets, but explain thata “family” is anyone who lives with them. Some
families might include a mom, a dad, a brother
or sister, and another family might include a
grandmother, an aunt, and two cousins.
4 Ask each child to make a key that explains the pictures they will useto make their family portraits. Point out that the pictures should besimple enough so that everyone can understand them. Then talk about wayschildren might show the differences between family members—for example,
to distinguish between a grown-up and a child.
Making the Family Portraits
4 On the chalkboard, copy the samplefamily portrait shown here. Talk aboutthe addition sentence it shows. Point out
that one type of family member is shown oneach line (for example, brothers and sisters).
Then have children add with you as you say:
1 + 3 + 1 + 3 = 8.
4 Give each child a paper grocery bag. Show children how to open upthe bag by tearing it down one side. Then have them tear off anddiscard the bottom of the bag. Explain that the brown paper is like the bark
or animal skin some Native Americans once painted on. Tell children to
tear off jagged pieces around the edge of the paper to make the “bark” or
“leather” look more realistic. (To enhance this effect, let children color the
edge of the paper with a brown crayon or marker.)
23
Ad d i t i o n &S u b t r a c t i o n
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4 Have children write their family’s name at the top of the paper. Thenhave them use a pencil to sketch their pictures on it. Check that theiraddition sentences are correct.
4Hand out paints and brushes and let children paint over theirsketches.
4 Display children’s family portraits on a bulletin board. Invite childrento talk with classmates about what makes the different members of their family special.
24
Ad d i t i o n &S u b t r a c t i o n
G al l e r y
B o ok
For backgroundinformation aboutthe Maya and thehieroglyphs they
used, look for Aztec, Inca & Maya
by ElisabethBaquedano (Knopf,
1993).
x$ ¢
+ =
Addition Story Sentences Use children’s portraits tomake other addition sentences. For example, in the sample shown
on page 23, you might ask children to write an addition sentence
showing the number of grown-ups added to other family members,or the number of people added to the number of pets. This will
help children understand that different combinations of numbers
can add up to the same sum. To help children explore other
operations, such as subtraction, ask, “How many more pets are
there than people?”
Add-Up Class Portraits Help children find out how manyfamily members make up your class’s “nation.” Together, count up
the family members on children’s portraits. Make a sign showing
the total by writing the number on another piece of torn grocery
bag. The sign might say, “Proud First-Grade Nation: 120 MembersStrong.” (This would be a great activity to do for family nights or
parent conference days.)
More M at h ! More M at h !
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F r a c t i o n s
newspaper
smocks
small bowl
cup measure
cup dry soap detergent(preferably Ivory Soap)
cup water in a paper cup
one spoon from a set of measuring spoons
food coloring
paper and pencil
cookie cutters or candy molds (optional)
4 Cover work areas with newspaper and have children put on smocks.Divide the class into pairs. Give a bowl to each pair of children. Tellchildren that they will be making play dough with soap detergent and water.
4 Measure and place cup of soap detergent in each pair’s bowl. Alsomeasure and fill a paper cup with cup of water for each pair. Askeach team if they would like to color their play dough. If so, add a drop of
food coloring to their cup of water.
4 Randomly hand out a measuring spoon to each team. Some childrenwill get a teaspoon, others a teaspoon, and so on. Ask children tonote the measurement on their spoon.
25
S o a p y F ra
c tion
S c ulp t u r e s
These soapy shapes help childrenclean up in the fraction department!
M a t
er i a l s
For each pair of children:
1
2
1
2
1
2
1
2
1
2
1
2
1
4
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F r a c t i o n s
4 Ask each team to estimate how many spoonfuls of water they willneed to add so that the mixture will form a ball. Then direct them toadd just one spoonful at a time to the bowl. With each spoonful, children
should mix the soap and water by squeezing the materials together. Tell the
teams to keep track of the number of spoonfuls they use by recording them
on paper.
4 Once each team has made a ball of play dough, invite them to shapeit into figures, shapes, or whatever they wish. The mixture can also bepressed into cookie cutters, allowed to dry a bit, then carefully poked out.
Or children can press the mixture into candy molds, let dry overnight, and
then pop out the soap.
4As a class, discuss the measurementsused. Make a chart showing the size
of the measuring spoon used by each pair
and the number of spoonfuls they used.
Help children draw conclusions about the
relationship between the size of the spoons
and the number used. For example, a group
using a teaspoon will use more spoonfuls
than a group using a 1 teaspoon measure.
Have children write recipes for making
their play dough and display them with
their soap sculptures.
4 Children will enjoy using their Soapy Fraction Sculptures at cleanuptime or wrapping them up as handy gifts for family members and friends.
SOAPY SNOWMEN Invite children to make adorable snowmen to give asgifts (skip the food coloring). Have them stack three different-sized
balls. While the play dough is still moist, have them poke in arms made
of twigs or pieces of pipe cleaner. Then let the sculptures dry to a
brilliant white. Using markers, children can fill in the face and add
other features. A piece of yarn or ribbon makes a dandy scarf!
26
G al l e r y
B o ok
There’s more recipefun in The Kids’
No-Cook Cookbook compiled by Beth
Goodman (availablethrough
Scholastic).
The soap’s consistency canvary from grainy and
cracked to smooth,according to howvigorously it is mixed and
how much water is used. Ifchildren add too much
water, just add a bit moresoap. Make sure to stress
ahead of time that it’s bestto put in water onespoonful at a time.
T p i
V a r i a t i o n
Team Size ofSpoonNumber ofSpoonfuls
Peter and Kim
Dylan and Matt
Ellen and Mi-Won
Adam and Michelle
Kathy and Wendy
José and Philip
11
10
5
4
2
2
1
1
1
4
1
4
1
4
1
2
1
2
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F r a c t i o n s
Fraction Pie pattern, page 29
Where Did the Pie Go? story, page 30
two 9-inch paper plates(use the lightweight kind that don’t haveraised rims; these are often the leastexpensive)
scissors
glue stick
crayons
4 Give each child a copy of the Fraction Pie pattern, two paper plates,scissors, and a glue stick. Let children cut out the Fraction Pie.
4 Show children how to glue the pie pattern to the center of one of theplates. The fluted rim of the plate will stay exposed.
4 Invite children to invent a special kindof pie, encouraging them to beimaginative. Perhaps they’d like to make a
gummy candy pie or a popcorn pie. Provide
crayons for children to use in designing their
pies. Tell them that the edge of the plate is the
pie’s crust and let them color that, too.
27
F r a c t ion
S
u b t r a c t io n P i e s
Children make a fraction pie anduse it to model the events in a story.
M a t
er i a l s
For each child:
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Fraction Pie Pattern
29
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6
6
6
6
6
6
6
6
6
6
66666666
3
4
Where Did the Pie Go?
At 12:00 noon, Chef Jeff took his___________________ pie out of the oven.It looked so pretty. And it smelled so good!Chef Jeff put it on the windowsill to cool.
At 3:00, Maria the mailperson walked by.The ___________________ pie looked so
pretty. And it smelled so good! Maria hadn’teaten lunch yet. She was very hungry. So shetook of the pie. Now, of Chef Jeff’s piewas left.
At 6:00, Benny the bulldog walked by. The___________________ pie looked so pretty.And it smelled so good! It smelled better
than Benny’s dog bone. So Benny took a bigbite. He took another of the pie. Now,only of Chef Jeff’s pie was left.
At 9:00, Rosie the raccoon walked by. The___________________ pie looked so pretty.And it smelled so good. Rosie was ready for atasty snack. So she nibbled off another of the pie. Now, of Chef Jeff’s pie was gone!
At 12:00 midnight, Chef Jeff came to check onhis pie. What do you think happened next? Writethe end to the story on the back of this page.
1
2
1
4
1
4
1
4
3
4
30
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Snapshot Shape Frame patterns,pages 34–35 (one per child)
3- by 5-inch photo
scissors
foam sheet (or heavy construction paper)
of a recycled file folder
glue
paint, markers, stickers, buttons, or ribbonfor decorating the frames
clear acetate sheets (optional)4
4 Ask children to bring in a 3- by 5-inch photograph of themselves.(In case some children can’t bring a photo from home, you can takeand develop a picture of each child before this activity is scheduled. Try to
photograph children from different perspectives. For example, close-ups,
vertical or horizontal shots, and so on.
4Hold up each of the Snapshot Shape Frames. Ask children to identify
the shape of each frame’s opening (triangle, circle, rectangle, and
square). Place a photograph behind each of the frames, in turn. Ask
children how the different-shaped openings change the “look” of the photo.
For example, a photo of a child in front of the Magic Castle at Disney
World might be enhanced by a triangle-shaped opening, rather than the
other shapes. A close-up of a child’s face might look good in a frame with a
circle-shaped opening. Ask children to decide which frame they would pick
to use with the sample photo.
31
S n a ps hot S
h a p e F ra m e s
Children focus on geometryby making picture frames in
different shapes.
M
a ter i a l
s
For each child:
G e o m e t r y
1
4
Enlarge the framepatterns to use with large
photographs.
T p i
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G e o m e t r y
4 Ask children to study their photo. What partsdo they want to highlight for a viewer? Givechildren each scissors and their choice of Snapshot
Shape Frame. Have children glue the pattern onto
either a foam sheet or construction paper. Then
have them cut around the outside of the frame andcarefully cut out the center. (For easy cutting, have
children fold the frame in half and then cut out the
center as shown.)
4 At this point, let children decorate the front of the frame usingpaints, markers, glitter, sequins, and other craft materials.
4
Show children how to make a back for the frame: Have them trace
around the frame onto a file folder and cut out the shape.
4 Give each child three craftsticks to glue to the back of thefront piece of the frame as shown.
Then children can glue the back of
the frame to the craft sticks.
4 Show children how to slip the photo inside the frame. (If the photo istoo big, help children trim it to fit.)
32
To prevent smudges onthe photo, slip a piece ofclear acetate, cut to size,
in front of the photoinside the frame.
T p i
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G e o m e t r y
4 To display the frames, use the following methods:
For a tabletop frame, cut a triangle
from a scrap of a file folder, fold downone side, and glue to the back of the
frame. When the glue is dry, the
frame will stand upright on this
triangle base.
To make a hanger, punch a hole at
the top of the frame and tie string,yarn, or ribbon to the frame. Or
punch a hole in a small piece of
cardboard and attach the cardboard
to the back of the frame.
4Display children’s creations and encourage them to talk about theirframe choices and how the shape enhances their photo.
These frames can be made to give away as gifts for any holiday, seasonalcelebration, or special occasion. For example, to make a gift for
Valentine’s Day, children can decorate their frames with paper hearts,
scraps of lace, ribbon, or cut-up paper doilies.
33
G al l e r y
B o ok
Review familiar shapes with Brown
Rabbit’s Shape Book by Alan Baker (Kingfisher, 1994).
For more complexshapes, The
Amazing Book of Shapes by Lydia
Sharman (Dorling
Kindersley, 1994)brings geometry
to life.
Invite children tolook at objects in
different ways withPat Hutchins’s
Changes, Changes(Simon and
Schuster, 1971).
The delightfulpicture book Bear
in a Square byStella Blackstone(Barefoot Books,
1998) invites young readers tosearch for squares,
triangles, circles,and other shapeshidden within the
playful illustrationson each page.
V a r i a t i o n
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Snapshot Shape Frame Patterns
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3-D shape patterns, pages 38–40
scissors
markers or crayons
glue or paste
chocolate kiss candy or another small wrapped candy or toy
tape or stickers (for closing the ornament)
paper clip or ribbon and tape (for hanging the ornament)
4 Make two copies of each of the patterns and cut them out. Constructone of each type and leave the others flat.
4 Hold up the flat pattern of the cube and explain to children that thepicture on the paper is two-dimensional. The two dimensions arelength and width. Ask children to identify the shapes on the pattern. Then
repeat this process with the cone and pyramid patterns.
4
Have children compare each of the constructions with the flat
pattern used to make it. Explain that these shapes are three-dimensional. Point out the length, width, and depth of each.
4 Let children choose one of the 3-D shapes to make. Then give them acopy of the pattern, scissors, crayons or markers, and glue. Invitechildren to decorate their pattern and then cut it out along the solid lines.
4 Model for children how to fold the patterns along the dotted linesand glue down all but one flap to form a pyramid, cube, or cone.(One side of the shape needs to remain open for inserting the treat.)
36
Children make decorative 3-Dboxes that hold clues to geometry
(and a treat).
M a t
er i a l s
For each child:
Enlarge the patterns ifpossible. They will be
easier for young childrento work with.
Before cutting out thepatterns, have children
paste them to lightweightcardboard (such as a
recycled file folder) tomake them more durable.
T p i
G e o m e t r y
3 - D K
iss-ma s
O r n a me n t s
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G e o m e t r y
4 Give childreneach a chocolatekiss, a piece of candy,
or a small toy to place
inside their ornament.
Have them close thelast flap and secure
with a small piece of
tape or a sticker.
4 To hang the ornaments, poke a bent paper clip through one corner ortape on a loop of ribbon.
Children will enjoy decorating and filling these geometric ornaments with
goodies for any occasion:
HALLOWEEN Decorate ornaments with orange and black pumpkins,witches, and cats. Include a trick (a Halloween riddle or joke) and a
treat (a piece of candy, a balloon, or a sticker).
VALENTINE’S DAY Let children decorate their ornaments with red andwhite hearts. Fill them with a Valentine’s message and a heart-shaped
piece of chocolate.
37
G al l e r y
B o ok
For more 3-Dornament fun, try
Christmas
Origami 1: Tree
Ornaments (HeinInternational,
1986).
x$ ¢
+ =
V a r i a t i o n s
3-D Shape Scavenger Hunt Challenge children to findeveryday objects that come in different three-dimensional shapes
(cone: ice cream cones; tops of mustard dispensers; cylinder: metal
cans, oatmeal and bread crumb containers; cubes: ice cubes, square
notepads that come in cubes).
Fill ’Em Up! Introduce the concept of volume to your class byasking children to estimate how many spoonfuls of unpopped corn
kernels it will take to fill each of the different ornaments. As a class,
fill each ornament with corn and compare estimates with results.
Then repeat the activity with popped corn. How do the results differ?
More M at h ! More M at h !
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Pyramid Pattern
38
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Cone Pattern
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CubePattern
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2 small heart-shaped or round doilies
1 foot red, white, or pink curling ribbon
small candy conversation hearts(number will vary)
paper and pencil
hole punch (optional)
Ahead of Time
If the doilies you use have very small holes, you may want to use a hole
punch to make larger holes around the edges. Children will be threading
ribbon through these holes.
4
Divide the class into groups. Give
each child two doilies and a piece of ribbon. Have children knot one end of the
ribbon. Then show them how to sew
together the two doilies. They do this by
first lining up the doilies, then weaving the
unknotted end of the ribbon in and out of
the holes around the edges of the doilies.
Have them leave a wide opening at the top.
41
H e a r t- Fille d
V a l e n t i n e s
Children explore estimationand volume by filling a Valentine with
sweet hearts!
M a t
er i a l s
For each child:
M e a s u r e m e n t
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M e a s u r e m e n t
4 Pass out five small candy hearts to each child. Ask: “How manyhearts do you think you will need to fill your heart packet and still beable to sew it closed?” Ask children to record their estimates.
4Tell children to take the number of hearts they estimate will fill theheart. As children fill the hearts, ask them how close they think their
estimates will come to the actual number.
4 Ask how many chose too many hearts. How many children chose toofew? How many children think they chose just the right number?
4 Children can record their final number, then sew the tops of thehearts closed, make a bow, and cut off any excess.
4 As a class, discuss the estimates and results. Write children’s figureson the chalkboard. Ask children to describe their estimating methods.Together, conclude why some estimates were more accurate than others.
42
G al l e r y
B o ok
Fun and funnypoems by JackPrelutsky give
children an insightinto all aspects of
this heartfeltholiday in It’s
Valentine’s Day
(Scholastic, 1986).
x$ +
Valentines With Big Hearts Repeat the activity usinglarge candy conversation hearts (or another candy that comes in
larger pieces). Ask children to draw conclusions about how the size
of the candies relates to the number needed to fill the hearts. (The
larger the candies, the fewer pieces needed.)
More M at h ! More M at h !
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12-inch pipe cleaners, in different colors
Measure Hunt! Chart, page 45
ruler
yardstick
4Divide the class into groups of four. Give each child a pipe cleaner. Askchildren to bend their pipe cleaner to make different shapes and objects.
4 Let children share the shapes they made.Then follow the drawings here to showchildren how to form a Pipe-Cleaner Pal.
4Using fresh pipe cleaners, let each childmake three Pipe-Cleaner Pals. Ask each
group to compare their Pals. They should each
be about the same size.
4 Give each group a copy of the chart.Ask: “How many Pipe-Cleaner Pals longis your chart?” Let children practice laying
their pals end to end to measure the paper.
Children make Pipe-Cleaner Palsto explore nonstandard measurement.
M a t
er i a l s
For each group:
P i pe-Cle a n e r Pa l s
M e a s u r e m e n t
43
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M e a s u r e m e n t
4 Explain that each group should work together to generate a list of classroom objects to add to the list on the chart, estimate how many Pipe-Cleaner Pals long or tall the object is, and record their estimates. Then they
should take turns using the group’s Pipe-Cleaner Pals to check their estimates.
Discuss strategies for rounding up or down to the nearest whole measure.
4 Once the groups have finished measuring, have them compare theirestimates with their results. Then ask: “What was easy aboutmeasuring with your Pals? What was hard? Can you think of a way to
measure big objects with your Pals?” Show children a ruler and a yardstick.
Point out the inch and foot increments. Discuss reasons they might use
different measuring tools (inches are useful for measuring smaller objects; a
yardstick is easier to use for larger objects).
4 Challenge each group to find a way to make a larger measuring tool usingtheir Pals. Children might make a chain by linking their Pals together.(An easy way to do this is to bend the foot of one around the head of another.)Or they might glue the Pals, end to end, onto a long strip of cardboard.
4 Let children use their new tool to remeasure the objects on theirchart. Do their measurements differ?
44
G al l e r y
B o ok
How many wayscan you measure adog? Readers findout in MeasuringPenny by Loreen
Leedy (Henry Holt,1987).
x$ ¢
+ =
Pipe-Cleaner-Pal Graphs Use the Pals for graphing. Ona bulletin board, tack up sentence strips on which you’ve written
questions such as “Do You Have a Pet?” or “Do You Like Pizza?”
Also tack up index cards labeled “Yes” and “No.” Provide pushpins
and let children respond to the question by hanging a Pal under
the appropriate card. Have children link the Pals together as
described in step 7 above. To analyze the data, have children
compare the lengths of the chains.
Pipe-Cleaner-Pal Manipulatives Use the Pals asmanipulatives to represent the children in your class. For each
class member, put one Pal in a basket. Ask children to use the Pals
to come up with ways for the class to line up in two equal groups,
for example, or in rows of three, four, or five. You can also ask
children to use the Pals to solve math problems, such as “How
many children are in class today, if three are out sick?”
More M at h ! More M at h !
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T i m e & M o n e y
4 Have children use a marker to trace each of the numbers on the clockface. Then invite them to decorate the clock, the two clock hands,and the cuckoo strip.
4Have children assemble the clock as shown.
Put the minute hand andthen the hour hand on top
of the clock face.
Use a pencil point to makea hole in the clock face,
then attach the clock handswith a brass fastener.
4 Show children how to tape the crosspiece to the back of the clock asshown. Then have them slide the cuckoo strip, colored side down,under the crosspiece. Also have them tape a craft stick or a pencil to the
back of the clock as shown.
4 To make the clock’s weightedcords (optional), children can tiea bead to each end of a piece of yarn
and tape the yarn to the back of their
Clocksicle as shown.
47
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ClockPattern
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T i m e & M o n e y
4 Ask children to share “tooth fairy” stories. Ask: “Does the tooth fairyvisit their home when they lose a tooth? When and where do theyfind the tooth fairy’s gift?” Tell children that they are going to make ToothFairy Money-Tree Wheels.
4 Give each child a copy of the pattern pages. Tell children to cut out theMoney Tree front and back along the dotted lines, setting aside thebottom part of each page. (For added durability, have children glue the pages
to a piece of lightweight cardboard or reycled file folder before cutting.)
4 Review the values of each of the coins at the bottom of each patternpage. Tell children to cut out any nine coins for their tree.
50
T o o t h F
a ir y
M o ne y -
T ree W h e e l s
Children make “cents” of moneyamounts left by the Tooth Fairy when
they spin Money-Tree Wheels.
M a ter i
a l s
For each child:
Money-Tree Wheel and coin patterns,pages 52–53
scissors
lightweight cardboard or recycled file folder(optional)
glue stick
crayons or markers paper fastener
paper and pencil
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T i m e & M o n e y
4 On the back of the Money Tree,have children glue the coins overthe squares. They can use a crayon
lightly to shade the coins, if they like. If
they do this, have them color each kind
of coin a different color: pennies, red;nickels, blue; and so on.
4 Help children cut out the three windows on the front of their MoneyTree. To cut out the windows easily, loosely curve or bend the paperin half at a right angle to the line to be cut. To start the cut, snip along the
dotted line. Reopen the paper and insert the tip of the scissors into the slit.
Carefully finish cutting along the dotted line. Children may then color theirtrees, if desired.
4 Have children place the front of theMoney Tree on top of the back, poke apaper fastener through the dot in the center of
each wheel, and spread open the ends of the
fastener.
4 Ask children to turn the wheel until a coin appears in each window.Ask: “What coins did the Tooth Fairy leave on your tree?” Then ask:“How much money did the Tooth Fairy leave?” Let children take turns
holding up their wheels, naming the coins that appear in the windows and
giving the sum. Let classmates check each other.
4 Continue in this manner, having children turn their wheels until threenew coins appear in the window. Then have them add up the value of these coins. (Each child’s tree will have three different combinations of coins.) Let childen record these values in their math journals. As an added
challenge, ask children to figure out the total value of the coins on their tree.
4 For more practice, have children trade trees and record their moneycombinations and totals in their math journals.
51
G al l e r y
B o ok
What is money?Who were the firstpeople to use it?These and other
questions areanswered in NealeS. Godfrey’s The Kids’ Money Book
(Scholastic, 1996).
Share Caren
Holtzman’s AQuarter From the
Tooth Fairy
(Scholastic, 1996)for a clever storyabout a boy, hisquarter, and the
differentcombinations that
add up to 25.
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Money-Tree Wheel(Top)
T o o t h
F a i r y M o
n e y
- T r e e W
h e e
l
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Money-Tree Wheel(Bottom)
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M a t
er i a l s
For each child:
4 If you are able to get Indian corn, pass around samples. Let childrenobserve the different color patterns on each ear.
4 Give each child a a paper plate and a plastic sandwich bag filled withdried popcorn kernels in different colors. Review what a pattern is(something that repeats over and over). Then ask children to take from
their bags several kernels in two different colors and arrange them in a
pattern on their plate. Let children describe the different patterns they
made (1 green/1 blue/1 green/1 blue; 2 green/1 blue/2 green/1 blue, and so
on). Have children return the kernels to their bags.
H a r v es tCor nc o b
P a t t e r n sCelebrate the harvest seasonby creating a cornucopia of colorful,patterned corncobs!
P a t t e r n s &R e l a t i o n s h i p s
Indian corn (optional)
Corncob pattern, page 58
lightweight cardboard (recycled filefolders work well)
glue
scissors
plastic sandwich bag
unpopped corn kernels in different
colors, or pieces of colorfulball-shaped cereal
paper plate
two 4- by 7-inch pieces of yellow orgold tissue or twisted paper ribbon(available at craft stores)
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P a t t e r n s &R e l a t i o n s h i p s
4 Give each child one corncob pattern. Have them glue the patternonto a piece of cardboard and then cut it out.
4Tell children to use the kernels to make a colored pattern on their
corncob. You might suggest that children first sort their kernels by
color on their plates. Let children experiment making different patterns.
When they have decided on a pattern they would like to keep, have them
glue the kernels to the corncob in their chosen pattern.
4 To make the cob look like a real ear of corn, give each child twopieces of tissue or twisted paper ribbon. Show children how to overlapthe pieces and twist them together at one end. Then they glue the corncob
inside and curl back back the “husk” to reveal the kernels.
Instead of gluing the kernels to the corncob patterns, children can makecorncob-shaped pieces of clay (either flat or three-dimensional) and
then press the kernels, in patterns, into the clay.
V a r i a t i o n
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Share Corn IsMaize: The Gift of
the Indians by Aliki(Harper, 1976) with your class to helpthem learn aboutthe important rolecorn has played for people around the
world.
If you use thisactivity as a tie-infor Kwanzaa, readSeven Candles for
Kwanzaa by AndreaDavis Pinkney (Dial,
1993) for atouching rendition
of the traditions of this holiday.
For wonderfulillustrations of woven patterns,invite children to
look at DebbiChocolate’s Kente Colors (Walker &
Co., 1996).
Corn and Mkekas for Kwanzaa During Kwanzaa, earsof corn are placed on a woven mat called an mkeka, one ear for
each child in a family. Let children make simple woven patterned
mats, following the directions below, and place on them the
correct number of ears of corn to represent their family. Help
children make name labels to identify their mats.
For each mat, make four 2- by 9-inch construction paper stripsin two different colors. Then fold a piece of 9- by-12-inch
construction paper in half the short way. Draw a line about1 inches from the edge of the open end. This is where
children should stop cutting.
Starting at the fold and about 1 inches from one side, cut astraight line through the paper to the line. Repeat to make
three more slits in the paper.
Open the paper and spread it flat. Weave the first paper stripthrough the slits, weaving over and under them. Continue
weaving, alternating the colors, until the mat is filled. Then
glue the edges of the strips in place.
More M at h !
More M at h !
1
2
1
2
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4
Divide the class into small groups. Give each group a trayful of
different kinds of pattern pieces (see Materials). Tell each group tosort the objects on their tray. Ask a volunteer from each group to describe
their groupings. On the chalkboard, make a list of different ways children
sorted the items (by color, type, shape, texture, and other characteristics).
4 Tell each group to make a pattern using some of their objects. Thenask groups to swap places. Challenge each group to try to guessanother group’s pattern and to continue it. Discuss the different kinds of
patterns children made.
M a t
er i a l s
For each child:
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P a t t e r n s &R e l a t i o n s h i p s
large paper plate
scissors
half a sheet of green tissue paper
glue
For each group:
tray filled with pattern pieces such as
wrapped candy, beads, colorful driedbeans, fun-shaped erasers, pipecleaners, small holiday balls, pieces ofgarland, and paper snowflakes, bells,and other shapes created with crafthole punches
H
o l i da yPa t t e r n
W r e a t h sChildren explore different kindsof patterns when they design festivewinter holiday wreaths.
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4 Give each child a paper plate and scissors. Ask children to cut out thecenter of the plate. (It’s not important if the center is not perfectlyround.) Children may need help making the first cut.
4 Hand out the colored tissue paper and show children how to tear uppieces of the tissue and gently bunch them up. Show them how toglue these bunches of tissue to the paper plate. Let children follow this
process to cover their plate with tissue.
4 Invite children to decorate their wreath with some of the objects ontheir tray. Ask them to create a pattern as they place the itemsaround the wreath. Remind them to think about the different ways theobjects could be sorted and to use this information as they plan their
patterns. Encourage them to explore other ways to create patterns (for
example, by position and quantity).
4 When children are satisfied withtheir patterns, ask them to gluethe items to their wreath. When theglue is dry, help them punch holes in
the plate as shown. Give each child a
piece of ribbon or yarn to string
through the holes. They can simply
knot the ends, and the wreaths are
ready to hang!
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Share Edna Barth’sHolly, Reindeer, and
Colored Lights
(Clarion Books,1971) and
Christmas Time byGail Gibbons
(Holiday House,1988), two goodbooks to use for discussing the
different holidaytraditions people
celebrate.
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Wreaths can be made to celebrate any holiday or special event just by
changing the materials you used.
THANKSGIVING Use orange tissue paper, leaves, acorns, pinecones, andtwigs.
VALENTINE’S DAY Use pink and red tissue paper, candy conversationhearts, and paper hearts.
SPRING Use pastel-colored tissue paper, flower and animal stickers, andjelly beans.
V a r i a t i o n s
Pattern-Print PaperLet children continue their
exploration of patterns by making holiday gift wrap. Let children
dip precut sponges in paint (a few colors is all children need) and
use them to make prints on large pieces of craft paper. (These
sponges come in many different shapes and are available by the
bagful at arts and crafts stores.) A fun way to do this activity is to
pair up children and have them take turns starting and continuing
each other’s patterns on the same piece of paper. Or one child can
print a pattern but leave out one item in the sequence. Partners try
to guess and fill in the missing print.
More M at h ! More M at h !
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Costume-Combo patterns, pages 63–64
crayons or markers
scissors
stapler
4Give each child a copy of each of the pattern pages, crayons, andscissors. Ask children to identify each of the four costume characters.
Then invite children to color the pictures.
4 Tell children to cut out each page along the dotted lines. Whencutting the inner flaps, make sure they don’t cut all the way throughthe pages. They should cut only up to the thin solid line. Children then
stack together the pages and staple as shown.
61
C o s t u me-C omb o
F l i p Bo o k s
On Halloween, or anytime,children will flip for the wacky costume
combinations they can create!
M
a ter i a l s
For each child:
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4 Model for students how to use the flip book to make differentcostume combinations. Hold up the book, without turning any of thepages. Explain that the three parts of the baseball player, for example, make
up one combination. Then fold back the page with the ballerina’s head to
reveal the clown’s face, for example. Explain that this is another costume
combination. Ask children what name they might give to this costumecharacter.
4 Give children plenty of time to fold back the top, middle, or bottompages of their books to create different costume combinations. Askthem to record in their math journals the different combinations they make.Children may also enjoy giving their costume characters new names.
4 On the chalkboard, make a list of the different combinations childrenmade. By the way, there are 64 possible combinations in all!
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Share The Perfect Match by Wayne
Anderson (DorlingKindersley, 1995)with your class.This interactivebook is a greatexample of thetype of book
children make inthis activity.
Enjoy a rollickinggood time with thetrick-or-treaters in
Jack Prelutsky’sdelightful poetry
collection It’sHalloween
(Scholastic, 1986).
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Costume-Combo Patterns